Extract of sample The impact of Motherese in second language acquisition

An interactive style may be more useful in ensuring second language learning. The efficacy of interaction will be enhanced through the opportunities for feedback that are provided to a student. Therefore, a student of a second language will receive input from a native speaker/teacher, input that is suitably modified to match his cognitive level. The output that is produced by the learner on the basis of the input that is provided, can be modified depending upon the feedback that is provided by the native speaker. In a second language classroom, the teacher should also tailor the input according to student cognitive levels and then provide feedback in order to improve student learning. Therefore, understanding the value of motherese will help a teacher to use the right approach in her classroom, especially when the students are starting out with another language, or when they are in the younger age groups and may not possess the levels of concentration, or be ready to put in the effort required under traditional systems of instruction in language.
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Summary

The concept of Motherese includes the simplified communicative style employed by a mother to her child, which may also include non-verbal symbols and is different from the normal language employed by adults. …

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The paper will discuss the author’s idea which is supported by relevant reading. The second part of the paper is a biography which also looks at what other scholars think about the topic being discussed by Grady in this particular book. This section tries to discuss critically the ideas and myths pertaining to language acquisition that are suggested by different authors.

Brown’s concept of MLU, the mean length of utterance should be at about 1.75 morphemes at this age, with the child knowing roughly 50-60 words, but grows significantly as more words are added to the child’s vocabulary. With just sixty known words, children can put together very simple sentences, and with the help of their parents, and the use of motherese, these sentences can grow and become more grammatically correct.

It functions automatically. In contrast, the learned system is built via formal instruction, and involves conscious knowledge for the grammar rules. According to Krashen, these two systems operate independently, thus knowledge from one system cannot cross-over to the other.

Delayed or deviant language and communication development are implicit in our definitions of mental retardation and autism. Early communication and language problems are often implicated as contributing factors in later appearing learning disabilities and behavior disorders.

More surprisingly, this system develops even though children do not have ability to make judgments about language like adults do. These facts suggest that the human brain contains a mechanism that is available from very early in life. Noam Chomsky, one of the most influential "nativist" theorists, was an advocate of this innate structure he called the "Universal Grammar," which simply means that a universal structure for organizing grammatical rules (as one learns a language) exists in every human being.

At the time of the study, the infants' average post conception age was 35.5 weeks, and their average weight was 1747.3 g. A pacifier was fitted with a pressure transducer so that a sufficient suck activated frequency and duration signals as well as 10 seconds of recorded music consisting of lullabies sung by female vocalists.

Even before they turn one, babies are able to understand the meaning of words and by their first birthday, they begin to pronounce them in an effort to communicate to those around them. The starting point is usually simple words before they finally master the language to which they have been exposed, that is, their first language.

Young children become amazingly dexterous communicators through the initial three years of life. As the Birth to Three Matters formation points out, they use 'the hundred languages of children' - body language (counting facial expressions plus dance); sign language; painting, depiction and mark-making; and spoken appearance.

Language development is a process that begins at a very early age. This subject has been researched by several researchers and as a result, there are several theories proposed by them. In general, a person begins to acquire language by learning it as it is spoken and by mimicry.

s on messages to other members of their class, the communication systems of animals do not possess the richness and complexity of the human language that theirs cannot be considered language (Deacon, cited in Harley, 2001: 50). For example, when parrot talks, it is not

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